The Construct of Interlanguage Pragmatic Learning Strategies: Investigating Preferences of High vs. Low Pragmatic Performers

Abstract

Interlanguage pragmatics (ILP) has witnessed a growing body of research in the past two decades. One of the under-explored domains of L2 pragmatics is the role of learning strategies specifically tailored for the development of ILP knowledge. Therefore, this investigation aimed to determine the significant interlanguage pragmatic learning strategies (IPLS) used by high vs. low L2 pragmatic achievers. It was conducted in two phases. First, a multiple-choice discourse completion test including five common English speech acts was administered to 500 EFL learners. Next, 80 highest and 80 lowest ILP performers were orally interviewed and their answers were audio-taped. The most important interlanguage pragmatic learning strategies were extracted from L2 learners' interviews. The elicited IPLS were arranged based on Cohen's (2005, 2010) classification, the findings of the study itself, and an analogy with general language learning strategies (LLS) classification suggested by Oxford (1990). The extracted IPLS were divided into six categories of memory-related, cognitive, social, affective, metacognitive and compensatory IPLS. The high ILP performers used more strategies in all the six categories. The main conclusion of this study is that the use of more IPLS means a better ILP knowledge of speech acts. The most significant implication of the current study was that ILPS need to be taught to L2 learners to enhance their ILP knowledge in general and their speech-act-specific competence in particular.